College Application Essay Bootcamp

Students will learn how to write college application essays. During the first two group sessions, students will be shown examples of strong and weak essays, in addition to given guidance on how to write the Common Application Essay, the “Why School” Essay, and the UC Application Essay. Following the two group sessions, students will have the opportunity to work one-on-one with the teacher.

Designed For

Level

Class Format

Class Schedule

Tutor Intro

Teacher C — Professor from Rhode Island School of Design 

  • Under the guidance of teacher C during the 2021 Fall application season, students were successfully accepted to the Rhode Island School of Design
  • She is a top-ranked fashion designer and fashion design professor at the Rhode Island School of Design, served as department head from 2010 to 2014, and won the Dean’s Recognition Award for his contribution to the fashion design department. 
  • Since 1989, she has served as the design director of many fashion design companies in New York. Her clients include Nordstrom, Saks Fifth Avenue, Liz Claiborne, J.Jill, etc. In 2004, she founded Sugar Pi, a luxury knitting brand for children, and served as the company’s president until 2006;
  • Her works have been exhibited in major international fashion weeks such as Milan, New York, and Hong Kong. She has held seminars at Hiko Mizuno College of Jewelry in Tokyo, and Harvard University’s Wyss Institute and MIT Media Lab;
  • She’s excited to help students make art collections, provide professional guidance on fashion design, industrial design, architecture, and digital media.
Class Intro

This eight-week workshop looks through the contextual lens of identity to understand art and aesthetics influenced by social processes and cultural values. Identity is how we perceive and express ourselves and influences the decisions that we make daily, such as the friends we have, the clothes we wear, and our political beliefs. Many artists use their work to express, explore, and question ideas about identity. Students will be introduced to artists such as Nick Cave, Frida Kahlo, and Zhang Xiaogang and learn how identity influences their art.

Students are challenged to explore and create artwork that expresses their own identity as they see themselves and how they perceive themselves to be seen by others during this course. Through lectures, assigned research, online discussions, and assignments, projects will focus on the traditional material investigation and repurposed found objects in both 2D and 3D art and design prompt aimed at the ability to communicate individual concepts confidently.

Outcome
  • Complete at least 5 paintings, handmade works, photographs, and other mediums
  • Compile a collection of artworks that can be used for university applications
  • Receive a letter of recommendation from the professor if exceed expectations
  • Conduct art research to improve students’ strategic and organizational skills, ensure that each student’s unique ideas are realized, and complete the final portfolio
  • Record all stages of the creative process through paintings and works shooting, and accumulate materials for the official portfolios
Course Content

Lessons

Topics

1

Introductions and discussion of expectations.

LECTURE: Portfolio Development

LECTURE: Alexander Calder 

· Blind contour portrait sketching exercises

· Review/critique of blind contour portrait sketches

· Pick one portrait to make in wire 

· Make a wire sculpture or mobile

Assignment: Blind contour wire sculpture

2

Review/critique homework of Blind contour wire sculpture

LECTURE: M.C. Escher, EYE

DEMO: Mark marking and exploration of different materials

IN CLASS: That which I reflect self-portrait brainstorm, work out composition and details for a final drawing in a sketchbook before beginning final drawing. 

HOMEWORK: That which I reflect self-portrait

3

Review/critique homework That which I reflect self-portrait

LECTURE: How artists explore identity

IN CLASS: Begin research and brainstorming for content to put into still life reflection.

HOMEWORK: Complete a still-life reflection self-portrait using the material best expresses yourself.

4

Review/critique homework of still life reflection

LECTURE: Nick Cave Sound Suits

DEMO: Working with found objects

HOMEWORK: I have something to say

5

Review/critique homework of I have something to say

LECTURE: Zhang Xiaogang surrealist-inspired, stylized portraits

DEMO: Working with photographs digitally

HOMEWORK: Vague memories family portrait

6

Review/critique homework of Vague memories family portrait

LECTURE: Cultural Masks

INTRODUCE FINAL PROJECT: Masks and Identity

Students will utilize mind mapping techniques and rough sketches in their sketchbook to generate ideas for a final project 

LECTURE: Mind map/ visual design thinking

Assignment: Final project research and mind map production

7

Review/critique homework of mask research, mind map, and rough sketches for the final project

LECTURE: Materials used in mask making

LECTURE: Impact of editorial photos

LECTURE: Portfolio presentation expectations

Assignment: complete the final project and shoot all the works of art

8

Class critique of Masks and Identity PPT or PDF including editorial photograph as well as process photos.

Student presentation all projects in a digital portfolio, PDF or PPT

Students

Students who have background knowledge in visual arts, want to produce a portfolio and intend to participate in art competitions.

Feedback

After each class, the teacher will send course feedback, including course topics, homework and student progress.

Schedule

16 hours of classes, 120 minutes/class

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